Community as Catalyst in Tourism Destination Development: Integrating Mobile Technology and Community Education for Enhanced Participation.

Saved in:

Bibliographic Details
Title:	Community as Catalyst in Tourism Destination Development: Integrating Mobile Technology and Community Education for Enhanced Participation.
Authors:	Karim, Khofizhoah Mohd¹ fizhoah@uum.edu.my
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p661-673. 13p.
Subject Terms:	Community education, Community involvement, *Digital literacy, Mobile computing, Sustainable tourism, Social change, Tourism, Participatory democracy
Geographic Terms:	Langkawi Island (Kedah, Malaysia)
Abstract:	This study addresses the persistent gap between the theoretical importance of community participation and its limited practical realisation in tourism destination development. Despite increasing emphasis on participatory approaches, communities often remain marginalised due to institutional dominance, capability constraints and uneven access to digital tools. Accordingly, the study aims to examine the level of community participation in Chenang Beach, Langkawi and to explore how mobile technology can enhance participatory processes. A mixed-method approach was employed, integrating quantitative survey data from 368 respondents, qualitative interviews with key stakeholders and desk research of Scopus-indexed literature. The findings indicate that community participation is moderately high but largely confined to consultation and awareness activities, with limited influence on decision-making. Structural barriers, including restricted autonomy and tokenistic engagement, persist alongside capability deficits such as limited tourism knowledge and digital literacy. While mobile technologies demonstrate strong potential to enhance communication, collaboration and co-creation, their effectiveness is constrained by connectivity limitations and unequal competencies. The study argues that participation limitations are not solely institutional but are also rooted in educational deficiencies that restrict meaningful engagement. Therefore, the study recommends the integration of institutional reform with digital enablers, alongside the systematic institutionalisation of community education programmes focusing on tourism literacy, participatory governance and digital competencies. Such an approach is essential to transform participation from procedural involvement into catalytic and sustainable community engagement. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study addresses the persistent gap between the theoretical importance of community participation and its limited practical realisation in tourism destination development. Despite increasing emphasis on participatory approaches, communities often remain marginalised due to institutional dominance, capability constraints and uneven access to digital tools. Accordingly, the study aims to examine the level of community participation in Chenang Beach, Langkawi and to explore how mobile technology can enhance participatory processes. A mixed-method approach was employed, integrating quantitative survey data from 368 respondents, qualitative interviews with key stakeholders and desk research of Scopus-indexed literature. The findings indicate that community participation is moderately high but largely confined to consultation and awareness activities, with limited influence on decision-making. Structural barriers, including restricted autonomy and tokenistic engagement, persist alongside capability deficits such as limited tourism knowledge and digital literacy. While mobile technologies demonstrate strong potential to enhance communication, collaboration and co-creation, their effectiveness is constrained by connectivity limitations and unequal competencies. The study argues that participation limitations are not solely institutional but are also rooted in educational deficiencies that restrict meaningful engagement. Therefore, the study recommends the integration of institutional reform with digital enablers, alongside the systematic institutionalisation of community education programmes focusing on tourism literacy, participatory governance and digital competencies. Such an approach is essential to transform participation from procedural involvement into catalytic and sustainable community engagement. [ABSTRACT FROM AUTHOR]
ISSN:	08273383